Formative vs. Summative:

Formative assessments = tiny check-ins during tutoring so that you can adjust in the moment.

Summative assessments = occasional bigger-progress evaluations to measure growth over time, like a final exam.

• This video is a nice introduction to formative assessment. 

• Want a longer explanation about the different kinds of assessments for English language learners? This video from Proliteracy breaks it down.

These are quick and gentle.

1) Either/Or Questions (the easiest “quiz” ever): Instead of open-ended questions, give two choices. This keeps answers short and confidence high, while still checking comprehension.

• • “Does he want coffee or tea?”

  • “Is the dog big or small?”

2) “Point to It” (great for beginners): Write 2–6 words or phrases on paper (or your phone), or use pictures. 

• Then ask:

  •  “Point to ‘works.’”

  •  “Point to ‘tired.’”

  •  “Point to ‘doctor.’”

• If they can point accurately, they understood. That’s assessment.

3) The TPRS Finger Check (quick confidence meter): This is a fast way to see how your learner feels right now.

Ask: “Show me your number.” Then they hold up 1–5 fingers:

• • 1 finger: “I understand very little.”

  • 2 fingers: “I understand a little.

  • 3 fingers: “I understand some.”

  • 4 fingers: “I understand most of it.”

  • 5 fingers: “No problems. I understand it and feel confident.”

Click here to get a Finger-Check poster (a free resource from tprsbooks.com)

4) “Describe the Situation” (DTS): After you and your learner build a tiny chunk of language (2–3 sentences at first), say “Describe the situation.”

• • They respond with 1–3 short sentences.

  • Don’t interrupt to correct. After they finish, repeat the chunk back correctly as a model.

  • Example chunk: “Maria is at the store. She wants coffee. She is tired.”

  • Prompt: “Describe the situation.”

  • Learner: “She want coffee.”

  • You: “Yes. She wants coffee. She’s at the store. She’s tired.”

DTS is a quick “show me you’re following” moment that also gives a gentle speaking check. If they communicate the meaning, it’s a win, so let it be messy and model the correct version after they respond.

Consider:

• Which check-in feels easiest for you to use every few minutes: Either/Or, Point-to-It, Finger Check, or DTS? Why?

• When your learner shows 1–2 fingers, what is your exact next move? 

Click here for more on these check-ins.

Ready for a few more easy assessment exercises you can use during tutoring?

1) The 5-Question Comprehension Quick Quiz: After a story, reading, or picture talk, ask 5 questions:

• • 2 yes/no

  • 2 either/or

  • 1 “wh” question (who/what/where/when)

You can do it orally (fastest), or write answers down if your learner likes that.

2) “Read and Point”: Use a short reading (even 4–8 sentences). Then ask them to:

• Point to a word

• Underline a phrase

• Find the sentence that matches a picture

You’re checking: “Can they get meaning from print?”

3) Dictation (lite version): Dictation checks listening + spelling + word boundaries. How to do it:

• Say one short sentence at normal-slow speed.

• Repeat it slowly.

• Student writes it.

• You write the correct version and compare together.

• Keep it friendly. Circle what’s correct first. 

4) Structured DTS: DTS works best when you keep it small and kind. The goal is not perfect grammar. The goal is meaning. When to use DTS:

• After 3–5 minutes of a picture talk, mini-story, or real-life scenario

• Right before you move on to something new

• Anytime your learner seems unsure and you want to check comprehension

How to do it:

• Step 1: Build a tiny chunk (2–3 sentences).

• Step 2: Say: “Describe the situation.”

• Step 3 (optional): Offer sentence starters: “Maria is…” “He wants…” “They are at…”

• Step 4: Let them speak briefly (1–3 sentences). 

• Step 5: Model the correct language after they finish (no interrupting).

Consider:

• When you hear hesitation, what do you usually do first: slow down, repeat, or fill the silence?

• What’s one “hiccup” you’ve noticed lately (a word, a sound, a question type)? 

• How will you practice it gently next time?

A quick assessment rule to always keep in mind: 

• Hesitation = slow down

• Confidence = level up

Ready for more simple assessment ideas? These next options are sample summative assessments you can use once in a while (every few weeks, or at the end of a mini-unit) to get a clearer picture of progress.

They check what your learner can do with meaning, not how many grammar rules they can memorize.

You might try:

• A comprehension reading check (read something new, then answer a few questions)

• A speed listening check (listen one time, then respond)

• Timed writing or a quick rewrite (write for a short set time to see how fluency is growing)

• Listen-and-draw (they sketch what they understood, then retell or rewrite from the drawings)

• A comic strip (turn the story into simple panels to show understanding)

And if you want a little more structure, the free rubric that comes with these gives you an easy way to notice growth in things like overall communication, fluency, vocabulary, and how well the message is understood.

For free resources from TPRS Books, go to "Free Resources" and register first to access:

• Click here for a handout that explains the above assessments

• Find a corresponding rubric here

It is also a good idea to "interview" your learner periodically, which might include a checklist that you can keep going back to. This checklist might live in a working portfolio or notebook that your student keeps—a great way for both you and your learner to see progress as evidence of their increasing skills.

Consider:

• What’s one formative check-in you’ll try in your next session, and when will you use it?

• Why do these quick check-ins work?

• Why is it so important to check in often with our learners?

Want to investigate the research behind TPRS? Check out a couple of the articles here.

Want to read more on formative assessment? See this article from LINCS.